being a teacher, books, choices, Reading, Reading Identity, student choice

Stop Rushing Kids out of Graphic Novels

The books have been flying off our shelves once again in room 203. So many titles that barely get to rest for a moment before another eager set of hands attached to an even more eager reader grabs the book, so happy they finally got it. This book they have been waiting for, this book that everyone seems to be clamoring for. And while many books are receiving love this year, a few stand out above the rest; an entire format of books, as it has for several years now.

Guts by Raina Telgemeier

Boy-Crazy Stacy (Babysitters Club 7) by Ann M. Martin and Gale Galligan

New Kid by Jerry Craft

Best Friends by Shannon Hale

Books that at a glance may seem easy, or not that challenging, after all, we all know to not call books easy by now, right? Books that entice kids with their colors, their visuals, as they deftly maneuver complex topics but do it in an accessible way for many. In a way that grabs even my most vulnerable readers and tells them to give them a shot. That they, too, are readers and that this is just the right book for them.

I often step back and simply marvel at the wonder of graphic novels and how they make so many kids reconnect with reading or connect with it for the very first time. I am not alone, if we look at sales numbers for graphic novels they are dominating, circulation increase around the nation, and those who for decades have been holding them up as great books are being heard more and more.

And yet, I see so many adults, so many of us teachers, lament the fact that kids continue to reach for graphic novels, for comics, for books that for whatever reason seem to be too easy, whatever that may mean. I have seen it most often discussed when a book has pictures of any form. I hear it when we tell kids that it is time for them to graduate into chapter books. That they should read chapter books rather than picture books. When we tell kids that is time to try something harder and we stare at the graphic novel in their hand. When we pull out comics for fun but not for real reading. When we tell kids that we will take graphic novels away from them if we see them reading them (true story). When we tell them that, sure, they can read graphic novels, but just a few, because then they need to read something a bit more substantial. We say it with the best of intentions, after all, how will these kids grow in to “real” readers? Grow as readers if they only read “those” books? And we share the worry so that those at home start to worry too and they rush in with their questions and their eagerness to make sure their child is becoming the reader they always envisioned, a child who reads serious books that show off their prowess and skill. We do all this so casually that we don’t even see what it is we are all really telling kids.

“These books won’t teach you…”

“These books will not challenge you…”

“These books will not help you grow the way I hoped…”

“You will never be a reader…”

“You will never know how…”

“This will never be enough…”

And so we hand them other books. Anything but books with images. We search for recommendations in order to steer them away, to guide them on a new path instead of embracing the medium. Instead of letting them choose and celebrate their choices. Instead of immersing ourselves as fully as we can as their partners. Instead of embracing this newfound obsession with a complex medium and helping them challenge themselves within the format.

And it hurts kids’ reading lives.

And it hurts kids, period.

Because what we forget is what the research tells us about these books. About books like 150 Years Retold by Kateri Akiwenzie-Damn, Sonny Assu and many others. About books like Last Pick by Jason Walz, Pie in the Sky by Remi Lai, and Stargazing by Jen Wang. About the books that bring kids into our libraries and keep them there. That these books are not easy. That these books do not stop kids from growing as readers. From reading difficult texts because these are difficult texts. Sure, there may be less words but every word matters. Sure, there may be pictures but that every picture tells part of the story and if you skim them, you miss out on the depth of the story. That reading these formats of books will not stop them from growing, from challenging themselves, from gaining vocabulary, or understanding difficult concepts. But indeed, as Krashen and Ujiie remind us, ““…those who read more comic books did more pleasure reading, liked to read more, and tended to read more books. These results show that comic book reading certainly does not inhibit other kinds of reading, and is consistent with the hypothesis that comic book reading facilitates heavier reading.” (1996)

And so we must embrace it. We must celebrate it much like we do when a child goes for a deep dive into a specific genre or author. Invite them to build reading ladders as inspired by Dr. Teri Lesene and challenge themselves within their chosen format. We must hold them up as the successful reading choices they are and continue to surround students with amazing choices. When they pick up another graphic novel, encourage it by discussing it, not shun it and forbid it.

This doesn’t seem hard and yet for so many kids this is not their reality.

So the next time a child grabs yet another graphic novel, perhaps we should read it too. Perhaps we should help all of our students see the nuances within these masterful stories, help them read them correctly, to slow down and see all of the details. Honor this format by teaching them rather than thinking of them as frivolous, as desert books, as books we read when we need a little break. Help students create them.

We forget that the kids we teach are on a lifelong journey of reading; why do we feel the need to rush them into different books? Why rush them away from images? From pictures? From anything that embodies visual literacy despite it being the world we live in more and more? Why not embrace the books they read and help them find more books like it instead? Why not let the kids read and be there to hand them another book rather than tell them that it is time to read something different? Why not let kids choose their own books, graphic novels and all, because in the end what we seem to have forgotten the most is that they are books. End of story. Magical, mesmerizing, enticing, books.

It’s not that hard, is it?

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a student, being a teacher, new year

I Am Reminded

We continue to get to know each other slowly. Dancing around each other in this forced community which we hope to make our own. Feeling each other out as we wonder where in each other’s legacies we will fit. Will we matter or will we be a forgotten chapter? Simply a footnote in a story that spans a lifetime.

Four weeks into a new school year and I keep thinking how I am already a much better teacher than I was when I started because of the truths these kids, my new students, are offering up. How though they barely know me, and yet in their stories enable us to start havinge these moments together that become our narrative as we weave our pasts together in order to create our future. At least for a little bit.

And I remind myself to slow down.

And I remind myself to pay attention.

And I remind myself to pick up my pen and take notice.

To start the conversations.

To listen fully.

To continue to search for connections, for the stories that pass easily in order to get to know them more.

To give hugs freely and feedback carefully.

To take a breath.

To take a moment.

To feel the power that the adult in the room inevitably holds even when we think we don’t.

And I am reminded of how writing identity carries so many emotions when a child bursts into tears in front of me not sure how to take my words surrounding their writing. Because we don’t know each other that well, not yet.

And I am reminded of how quiet it can be when a child tells me a part of themselves that they weren’t quite ready to share but shared it anyway and I hope I earned their trust a little more. Because they don’t know what I will do with the stories of their life, not yet.

And I am reminded of how much our students notice when they ask if I will do that thing for them that I did for that other kid, and was that a tradition and if not, it should be. That they don’t know that I will pretty much go along with most new traditions because that’s just who I am, not yet.

And I am reminded of the bonds we created the year before when the big 8th graders shout “Hey, Mrs. Ripp!” as they pass my room and sometimes sneak in for a hug or a book. And I wonder if any of the ones I get to teach now will even say hello next year.

Because these moments, the small moments that we take, the ones that we make through our conferring, through our greetings, through our questions and our listening. Through our shared read alouds, through our discussion, through our music playlists, through our stories. Those moments become the foundation for the trust that I hope these kids will place in me as I try to guide them down a path of learning.

Because what I am reminded of tonight as our daughter tells me that her day was great, as usual, but that there were not enough hugs, is that we have only just begun. That there should always be time for the hugs. For the moments. For the connections. And yet the pressure to cover the content, to get through the material, to offer up all of the opportunities to learn urges us on at a breakneck pace but that the only thing we will accomplish from caving to the pressure is relationships left behind.

So I pause once more. Plan accordingly and search for the moments that will tie us all together.

being a teacher

A Little More Grace

Maybe what we all need

is just a little more

grace

a little more

time

a little more

love

for ourselves

for our perceived flaws and faults

for the imperfections we pick apart

and hold up to the world

faster than anyone can point them out

to allow ourselves to fully breathe out

in order to

fully breathe in

realize that what we are doing

is enough

for now

that there will always be

more

that we will always need

more

of ourselves

of others

of money

of time

and yet the one guarantee that we all get

is that there is no

more

only now

so I am going to take my breath

care for myself

realize that the work

(always the work)

will still

be

there on Monday

and right now

just be glad that

today

I got to be

being a teacher, being me, Reading, Reading Identity

An Email Requesting For Our Children To Not Have to Do Reading Logs

Inevitably, every few years, one of our four children brings home some variant of a reading log. Typically it involves logging the minutes that that they have read every night, a signature, perhaps the titles as well and sometimes even the need to write a few lines about the book they read. Often times it is tied in with a reward; pizza, parties, extra recess.

And while it used to anger me that kids (and their adults) were being asked to do this work, I have realized that the request for a reading log is typically not anchored in any kind of malice. Rather, it is sent home with a genuine interest in the reading lives outside of school. With a hope that a child will make the time to read. With the hope that a family will make the time to read because it is now expected as homework. What is the harm in that? So every time we are presented with one, I find myself in a dilemma; do I say anything, ask for my child to be opted out, or do I let the practice ride? After all, there are bigger things to worry about when it comes to the reading experience of children.

And yet, I have seen the damage that the simple requirements of a reading log has done to my own children. When our oldest came home with our first one, she asked for a timer, set it for 20 minutes and when the alarm went off, she resolutely shut her book and told us she was done. No matter that she was in the the middle of a page, no matter that the previous nights she had read for a much longer time. The 20 minutes was all she needed to read. Or our son, who when he did a book logging program that offered up prizes didn’t care so much as to what he was reading or having read aloud, but instead would pick the shortest books in order to log as many titles as possible, so that he could get whatever prize was attached to the amount of books. Or how they make me a liar. I don’t know what my children are reading often, they are surrounded by books and while we talk about them we don’t always. So when I am supposed to sign off on their minutes or write down their titles, I do it gladly, without really knowing if it is true or not. Should I know every minute read and every book read, sure, if I had unlimited time in the day. Instead, we discuss many things in our household, books included, and focus on our time together not just the homework they have to do.

When I ask my students to discuss their negative experiences, reading logs rise to the top. It doesn’t matter if it was only for one year or even for a shorter amount of time, having to account for the minutes read did little to inspire further reading, but instead added yet another to-do to their to-read. So last night I sent out the following tweet, and with that comes this post, because it turns out there were many that also have wondered how to advocate for their own child when faced with a reading log or other potentially harmful measures.

So I have an email that I send when the reading log comes home, and I do hesitate to share it here because I am sure to some it is not enough, and yet, in my years of teaching, I have found that engaging in dialogue with other teachers about their practices from a lens of genuine interest is going to take me so much further than citing research, telling them about the wrongness of their choices, or in any other way trying to prove that I am right and that they made a mistake. No teacher wants to be shamed, and why should they be for this?

So the email I send in its edited form is simple:

Hi,
I saw the reading log sent home today and wanted to ask a few questions, if you don’t mind. 

A big focus for our family is that reading is its own reward so we don’t tie anything to her reading; no minutes, no prizes.  She needs to understand that reading is something you do for personal enjoyment and not outside gifts. In the past, when (insert child’s name here) has seen the time requirement, she right away told me that was all she had to read for.  We don’t want her to think that there should be a maximum time for reading, but instead follow her natural rhythm for reading when she has a great book.

Are you ok with us not filling it out and instead me giving you my word that (insert child’s name here) reads every night for at least 30 minutes?   Is there another way we can show our accountability to reading? We read every day so it won’t be a problem.  

I hope this doesn’t come off as rude, I don’t really know how to put it in other words.  We love you as a teacher and so does our child and want you to feel supported. If you would like to discuss this in any way please let us know.
Best,

Pernille

I could cite the research, I could go on for a long time about the damage of reading logs and offer up other ways to measure reading. Or I can simply ask questions and see what happens. We have never needed to do any of those other steps because often it is not the teacher that mandates the reading log but rather a team, a school, or a district. And that teacher deserves my respect and gratitude for the care they give our children.

Would I though if I had to? Of course. The reading lives of my own children and others is too important to let linger in harmful practices. So here are my other posts on reading logs if you need them, including one that discusses how you can make it an option or other ways to see if kids are reading. For now, I will wait to hear back.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a teacher, new year, Reading, Reading Identity, student choice, Student dreams, students teach me

Planting the Seeds for Our Year of Reading Together

Today, we managed to pull off the unimaginable; every child walking out of room 203 with a book in their hands that they are willing to try tomorrow, which will be our first day of independent reading.

How did we do it? Well, a few things had to happen.

We gave it some time. While our students have certainly been surrounded by books these past few days, we have worked our way slowly toward book shopping. Some kids have checked out books because they asked but many looked more warily at the books surrounding them. Taking it slow, for us, has worked because we can offer up an opportunity to establish some trust and community before we dive into book shopping.

We read aloud. Read alouds tie us together as a community which is why I love to use picture books often with our students. It also allows us to dive into conversations about consent (Don’t Touch My Hair), how we feel about reading (I hate Picture Books!) and the expectations we want to function under in our room (We Don’t Eat Our Classmates). Read alouds ease us into the important work we are doing while exposing us to others’ stories.

We had some powerful conversations. Starting with our beginning of the year reading survey which gave me a sneak peak into how the kids see themselves as readers. While many are okay or even great with books and reading, some are decidedly not and the survey starts to let us see that. We then move to discussing the feelings and experiences tied in with reading as detailed in this post. This year the students decided to share when reading is dope and when it is trash. This then laid the groundwork for revealing the 7th grade reading challenge, as well as setting a meaningful reading goal to begin the year.

They determined their reading rights. After we have discussed their past experiences with reading, both the good and the not so good, we brainstorm which rights we would like to have for our independent reading time together. While there is not an option to not read, the students have great ideas for the type of reading experience they would like to be a part. After all three blocks of kids brainstorm, I created our chart which the students then approved today.

Reading Rights for 2019 -the yellow post-its are my notes from their conversations in order to make sure I stayed true to their hopes.

We have reading loving staff members. And not just this year. I am fortunate to work in a district that emphasizes the joy of reading in many place and I am part of a chain of people who spend a lot of time trying to match kids with books and also protect how their readers feel. While kids come in with many different experiences when it comes to reading, many also speak of the great moments they have had with reading throughout the years. And this only furthers the work we get to do in 7th grade.

We have lots and lots of books. While my district funds books, which seems to be a rarity these days, I have also spent a lot of money on books throughout the years, I wish this wasn’t the case, but it is what it is. However, our district also funds our school library and has staffed it with an amazing librarian and library aide. This provides our kids with the opportunity to not only look for books in our classroom, but also in the library and other places that have book collections. It is a powerful partnership between many of us that only continues to expand.

We took the time today to discuss how to find a book. While book shopping and book selection is not something new, centering our book shopping in what they already know and discussing the habits they have provide us with a place to start. It introduces our classroom library as well as our check out policy. It also helps us remind kids that they have a lot of strategies to try a book on, as well as to remind them that to cease reading a book is always an option at any point. We would much rather have them spend a lot of time selecting a potential great book than just rushing through the process.

So we gave them time. As much as they needed to touch the books, to browse the books, and to discuss the books with each other. I had pulled several stacks of books, one per table, to get their interest but they knew that they could browse the entire classroom. They could check out whichever book(s) they wanted and all of the other potential titles they put on their to-be-read lists. And it worked. Every child was up and moving, every child left with a book or more. To see so much book excitement was frankly a major highlight of this whole week.

What were big interest books today?

The Hate U Give by Angie Thomas

On the Come Up by Angie Thomas

Anything by Jason Reynolds

Guts by Raina Telgemeier

Until Friday Night by Abby Glines

Twilight by Stephanie Meyer

Everything Everything by Nicola Yoon

Now don’t be fooled, the work is far from over. But this is a start, a seed that will continue the work we do as we try to help some of our students go from kids who see little to no value in reading to kids who do. As we help kids continue the already positive relationship with reading that they have. But it also work that is shrouded in privilege. Our kids have access to books. Our kids have access to teachers who love reading. Our kids have time to read. Every child deserves that as an educational right.

For me the best part is; I am not alone in this. Our school and district is filled with people pursuing the same goal that I am; helping kids find books that matter, helping kids see themselves as readers. Today was a start and I cannot wait to see how it continues to evolve.

Tomorrow we read.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.

being a student, being a teacher, Classroom, classroom setup, new year, our classroom

Welcome to Our Classroom – A Tour Before the Kids Show Up

I moved to a new space this year. Still teaching 7th grade on the “O” team at Oregon Middle School, go Sharks! However, with the departure of one of my closests friends, her room opened up and I was allowed to move into what used to be the choir room (Choir now has a beautiful new space).

All summer, I have been tinkering with things. Trying to figure out the flow, the space, the needs of kids who I haven’t even met yet. And so while the room is as cleas as it will ever be, as organized as it will ever be, it is still not ready. it won’t be until the kids show up tomorrow – finally – and make it their own. They will get to move the furniture, find the spots that work, tweak the systems I have thought up and make it our space.

But until then, this is what our classroom looks like right now as it sits in suspense, waiting for the kids to show up.

So a few questions I get a lot are

How do you have so many books?

It is a triple answer: My school district, Oregon School District, believes in funding books. Last year they gave us each $500 to buy more books. So some of the books come from them. Some of the books come from publishers who graciously send me books in order to consider them for the Global Read Aloud. If they send me an advanced review copy, I always purchase the book as well when it comes out to place it in my classroom collection.

And finally, I buy a lot of books. I wish it wasn’t that way, but it is, so I do. I spend too much money each year buying books for our students in order to help them have a better relationship with reading. Funding books does not seem like a priority in many places, and I don’t understand it, why wouldn’t we want all kids to have access to this many books in every classroom? If we can fund Chromebooks, then we can fund books. Pair this with a certified librarian running a fully-stocked library and you have the ultimate reading combination. All kids deserve to have this many books in their lives, not just those whose teachers spend their own money to do so.

Where do you get your books from?

I get many of my books from Books4School.com, a great warehouse here in Madison that sells overstock supplies of books for about $2 each. I also use my Scholastic money to buy books. I use our independent book store, A Room Of One’s Own, when we are downtown. I try to support my local Barnes and Noble as well because I don’t want them to go out of business, and I use Amazon. Sometimes the prices can’t be beat.

What are those ledges on the wall?

Built by Ryan, my friend’s husband, they are wooden ledges with a lip drilled into the wall. Now, you can also use rain gutters to display books. I had rain gutters below my whiteboard in my old classroom and loved having the extra display space. Another idea shared by someone (and if it’s you please let me know so I can give you credit!) was to have a bulletin board with books clipped onto it using larger binder clips tacked to the wall. That way kids can easily check out the books and you can easily replace them.

Where did you get the spinning rack?

I was handed it when I moved to OMS, however, you can order them online as well. Beware that it needs to have some sort of metal or solid base or it will not carry the weight of books, we discovered this the hard way last year when we purchased one with a plastic base. The spinning rack, while full right now, will be emptied within the next few days as students use it to recommend books to each other. When you place a book on the rack it is an automatic recommendation. I also use it to keep our “hot” books in circulation as they are returned.

One addition this year to our recommendation ideas is this stamp inspired by the stamp that Cassie Thomas shared on Twitter. I ordered mine from Amazon here and changed the wording slightly to just be the books I loved, I will be stamping books as I come across them in our library.

No photo description available.

How do kids check out books?

Well, all books are stamped on the inside cover with a customized stamp I got from Amazon.

IMG_1187

This helps books come back. If it is a softcover, kids just grab the books. If it is a hardcover, then they remove the dustcover, write their first and last name on a post-it, place it on the dustcover, and file the dustcover under their class section. Then they grab the book. When done, they reunite the dustcover with the book and place it in their return bin.

Where did you get your posters from?

The ones on the cabinets are from Amplifier.org and are from last year where my colleague, Katy, pointed them out to me. They offer incredible lessonplans to go with these posters. I am so excited for the coming year as well to see who they will focus on.

The @SonofBaldwin quote and poster that will ground our work was an image shared online that I blew up and ordered through Walgreens.

The Battlestar Galactica Happy Birthday Cylon poster is from Keyanna

The poster on the glass that says “You are just the child…” is one my husband designed for me, the file can be found here.

The poster “the only Reading Levels that Matter…” is created by Dev Petty and can be found here.

Which picture books do you have on display?

Right now, we have a lot of picture books on display that have to do with personal essay and identity. I wanted kids to see themselves potentially reflected in the picture books as we work to create a community.

I also have a few piles of books pulled for our writing process lessons, as well as our first day read aloud.

How are books organized?

Well, it changes depending on needs but mostly by genre and sub-genre. So books can have multiple designations and they have the abbreviation of the genre under the stamp on the inside cover. We don’t have a lot of author bins because kids asked me not to to do that in previous years.

Are there other questions?

I try to make the space functioning, welcoming, and flexible. I want the space to feel welcoming and safe for all kids. And I want the space to work for us, not for us to have to work to fit into the space. Yet, even though, I am know I am in an incredible space to start the year, it won’t matter if what we do doesn’t matter. Because while sharing my space is easy, doing the work is not.

And also, that we have an inequity in the US when it comes to funding for our schools. I am privileged that I get to work in a district where we have funding to have clean, inviting spaces. Every child deserves that and yet not every child gets that. Until we fix school funding, our system will continue to be horribly inequitable and not conducive nor safe for all kids. We have so much work to do.

This year will be another year for exploring our identity, for connecting with the world, for hopefully finding value in our time together. And that matters more than any piece of furniture or any poster I can put on the wall.

If you like what you read here, consider reading my newest book, Passionate Readers – The Art of Reaching and Engaging Every Child.  This book focuses on the five keys we can implement into any reading community to strengthen student reading experiences, even within the 45 minute English block.  If you are looking for solutions and ideas for how to re-engage all of your students consider reading my very first book  Passionate Learners – How to Engage and Empower Your Students.      Also, if you are wondering where I will be in the coming year or would like to have me speak, please see this page.